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Development of Verb and Noun Word Patterns in Arabic: A Comparison Between Typically Developing Children and Those With Reading Difficulties.

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Title: Development of Verb and Noun Word Patterns in Arabic: A Comparison Between Typically Developing Children and Those With Reading Difficulties.
Authors: Asadi, Ibrahim A.1,2 wwwasadi@gmail.com, Kawar, Khaloob3, Tarabeh, Gubair4
Source: Journal of Speech, Language & Hearing Research. Aug2025, Vol. 68 Issue 8, p3976-3988. 13p.
Subject Terms: *Reading disability, *Data analysis, *Child development, *Comparative studies, *Language acquisition, T-test (Statistics), Descriptive statistics, Arabs, Analysis of variance, Statistics
Abstract: Purpose: The study aims to investigate the developmental process of producing morphological word patterns of verbs (such as/mɑsˤnɑʢ/, which means "he produced") versus nouns (such as/mɑsˤnɑʢ/, which means "factory") among Arabic-speaking children from first to sixth grades, including children with and without reading difficulties. Method: The research involved 1,469 Arabic-speaking children from first to sixth grades, among whom 177 children were identified as having reading difficulties. All children were tested by a morphological production task. Results: The analysis of variance on the retrieved word patterns showed significant main effects for word patterns, grade level, and reading proficiency, with a consistent advantage observed for verb patterns and higher performance among children with typical reading compared to those with reading difficulties. Furthermore, interactions of word patterns with both grade level and reading proficiency were found. Conclusions: The study highlights the importance of morphological acquisition in literacy development, particularly in the intricate relationship between morphology and semantics in Arabic. The findings suggest the potential benefit of specialized morphology instruction, particularly for students with reading challenges. Although the need and impact require further research, this study offers a valuable starting point, indicating developmental trajectories that educators should consider when integrating explicit instruction of verb and noun patterns as a potentially supportive element in literacy education. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Label: Title
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  Data: Development of Verb and Noun Word Patterns in Arabic: A Comparison Between Typically Developing Children and Those With Reading Difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Asadi%2C+Ibrahim+A%2E%22">Asadi, Ibrahim A.</searchLink><relatesTo>1,2</relatesTo><i> wwwasadi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Kawar%2C+Khaloob%22">Kawar, Khaloob</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Tarabeh%2C+Gubair%22">Tarabeh, Gubair</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Aug2025, Vol. 68 Issue 8, p3976-3988. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Arabs%22">Arabs</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The study aims to investigate the developmental process of producing morphological word patterns of verbs (such as/mɑsˤnɑʢ/, which means "he produced") versus nouns (such as/mɑsˤnɑʢ/, which means "factory") among Arabic-speaking children from first to sixth grades, including children with and without reading difficulties. Method: The research involved 1,469 Arabic-speaking children from first to sixth grades, among whom 177 children were identified as having reading difficulties. All children were tested by a morphological production task. Results: The analysis of variance on the retrieved word patterns showed significant main effects for word patterns, grade level, and reading proficiency, with a consistent advantage observed for verb patterns and higher performance among children with typical reading compared to those with reading difficulties. Furthermore, interactions of word patterns with both grade level and reading proficiency were found. Conclusions: The study highlights the importance of morphological acquisition in literacy development, particularly in the intricate relationship between morphology and semantics in Arabic. The findings suggest the potential benefit of specialized morphology instruction, particularly for students with reading challenges. Although the need and impact require further research, this study offers a valuable starting point, indicating developmental trajectories that educators should consider when integrating explicit instruction of verb and noun patterns as a potentially supportive element in literacy education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2025_JSLHR-24-00673
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        Text: English
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      – SubjectFull: Data analysis
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      – SubjectFull: Child development
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      – SubjectFull: Language acquisition
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Arabs
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      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Statistics
        Type: general
    Titles:
      – TitleFull: Development of Verb and Noun Word Patterns in Arabic: A Comparison Between Typically Developing Children and Those With Reading Difficulties.
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              Text: Aug2025
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